pp. 3415-3424 | Article Number: iejme.2016.280
Published Online: November 25, 2016
Article Views: 234 | Article Download: 240
The problems of ungradeded schools of the North are especially relevant in the context of implementing the Federal State Educational Standards (FSES) of the new generation. Tutoring as a key pedagogical technology for individualization of training and education, as well as an additional functional qualification of teachers in ungraded and nomadic schools of the North is becoming the best way to improve the quality of education. This refers to the need to train teachers for the new combined specialization with an additional qualification of a “tutor”. On the basis of an integrated approach to the study of this issue (climatic, socio-economic, cultural and historical factors), it has been found that the ungraded character of rural schools in the North is a socio-economic and a historical pattern. There is a need for scientific and methodological substantiation for the efficient and variable training of teachers with an additional qualification of a “tutor” for rural ungraded and nomadic schools in the specific conditions of the North. High efficiency of the organization and the quality of the educational process is ensured on the basis of innovative technologies and distance learning; teachers and students form a competent self-developing personality in the traditions of the original ethno-cultural development of the peoples of the North; the physiological and psychological overload of students is eliminated, conditions are created for the realization of individual educational development paths for children; maximum preservation and expansion of the network of small-size and nomadic schools is achieved as a major factor of the national revival and development of the indigenous peoples of the North.
Keywords: tutoring, North, ungraded school, Educational Standards, bachelor’s degree course
Deny, Sh. J., & Potts, M.K. (1998). How Tutors Model Students: A Study of Personal Constructs in Adaptive Tutoring. American Educational Research Journal Spring, 35 (1): 65-99.
Dolgova, L.M., (2004). Tutoring in terms of educational effectiveness. Open education and regional development: how to build educational environment: A collection scientific works. Tomsk. pp. 41-47.
FL 273-FZ. (2013). Federal Law No. 273 “On Education in the Russian Federation”. Moscow: Prospect. 2013. 160p.
FSS (2011). Federal State Standard for General Primary Education. The Ministry of Education and Science of the Russian Federation. Moscow.
Hadlow, J., & Hegarty, J. (2004). Good practice guide: key skills and the role of the tutor. Learning and Skills Development Agency, p. 42. http://dera.ioe.ac.uk/6497/1/Good%20Practice%20Guide%20Key%20Skills%20and%20the%20role%20of%20the%20tutor.pdf
Hedges, H. (2010). Blurring the boundaries: connecting research, practice and professional learning. Cambridge Journal of Education, 40 (3): 299–314.
Kovaleva, T.M. & Popova (Smolik), S.U. (Eds.) (2011). Tutoring in the open educational environment: professional standards of a tutor’s support. Proceedins of the 4th İnternational Scientific-Practical Conference (9-10 November, 2011). Мoscow: Moscow State Pedagodical Institute; Academy of Professional Development and Professional Retraining of Educators. 248p.
Menill, D.C, Reiser, B.J., Menill, S.K., & Landes, S. (1995). Tutoring: Guided learning by doing. Cognition and Instruction, 13: 315-372.
Mikhailova, E.I. (2010). We have chosen the strategy of development. “Our University” newspaper: 10-11. 18.09.2010.
Mikhaylova, E.I., Barahsanova, E.A., Golikov A.I., et al. (2015). The concept and technologies of continuous pedagogical education in modern universities. Yakutsk: Publishing House of North-Eastern Federal University. 226p.
Morillas, N.R. & Garrido, М.F. (2014). The role of tutoring in higher education: improving the student’s academic success and professional goals. Revista Internacional de Organizaciones, 12: 89–100.
Neustroev, N.D. & Savvin, A.S. (2009). National traditions of Russian education in the context of the Bologna process. Мoscow: Academia. 223p.
Neustroev, N.D. (2013). Rural ungraded Schoos of Yakutia in the context of innovative development. Yakutsk: Publishing House of North-Eastern Federal University. 240 p.
Neustroev, N.D. (2016a).Qualitative Characteristics of Life Values of Student-Age Youth (As Exemplified by the Republic of Sakha (Yakutia)). Indian Journal of Science and Technology, 9(11), DOI: 10.17485/ijst/2016/v9i11/89422.
Neustroev, N.D. (2016b). Training a Tutor at College for Ungraded and Nomadic Schools of the North and East of Russia: Contents and Specifics. Indian Journal of Science and Technology, 9(11), DOI: 10.17485/ijst/2016/v9i11/89421.
Nikolaeva, A.D. & Alexeev, I.S. (2015). Priorities of modernizing the continuous pedagogical education (as exemplified by North-Eastern Federal University). Pedagogy. 10, 69-71.
Nikolaeva, A.D., Barakhsanova, E.A., Golikov A.I. et al. (2016). Linguistic Determination of the Personality. Indian Journal of Science and Technology, 9(11): 5-8., DOI: 10.17485/ijst/2016/v9i11/89412.
Tsyrulnikov, A.M. (2007). Educational System in Ethno-Regional and Socio-Cultural Dimensions. St. Petersburg: Educational Cooperation Agency Press. 220p.
Turan, S., Odabası, O., Ward, K., Sayek, I. (2009). Evaluating the role of tutors in problem-based learning sessions. Procedia - Social and Behavioral Sciences, 1(1), 5-8. DOİ:10.1016/J.SBSPRO.2009.01.005.
Turner, M. (1993). The Role of Mentors and Teacher Tutors in School Based Teacher Education and Induction. British Journal of In-Service Education, 19 (1): 36-45. DOI: 10.1080/0305763930190107.
Wood, W.B., & Tanner , K. D. (2012). The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class. CBE Life Science Education, 11(1): 3–9. DOİ: 10.1187/cbe.11-12-0110.
Zakirjanova, L.M., (2013). Innovation educational environment in universities. In: Science and education in the modern society. Selected Scientific Articles. Part 3. Tambov: 65-66.